Each has made "signal contributions" to the quality of instruction within their departments
The awards, announced Jan. 27, recognize faculty who have demonstrated their commitment to reflective teaching as an integral part of the enterprise of higher education. Such demonstration includes attention to the improvement of individual undergraduate and/or graduate instruction, support of departmental initiatives to develop and implement programs which actively encourage teaching within their discipline by faculty, graduate and undergraduate teaching assistants, and support for University-wide initiatives which seek to integrate teaching and research.
The Sheridan Center's advisory board awards committee, chaired by Professor William Risen of chemistry, cited each winner for his signal contribution to the quality of instruction within their department.
Borts was recognized for the many efforts he has made on behalf of integrating teaching and research as a fundamental goal of the discipline of economics. He was cited for his willingness to mentor graduate teaching assistants and junior colleagues, which has inspired his colleagues to emulate him. Borts was also recognized as the main architect in the transformation of Economics 11 into a productive undergraduate learning experience.
Waage was nominated by his departmental colleagues in recognition of his efforts on behalf of integrating teaching and research as a fundamental goal of the discipline. The board termed his mentoring of graduate teaching assistants and junior colleagues "exemplary." In addition for being known for his innovative teaching in courses such as Bio-Med 45, he has developed methodologies which enhance the entire departmental curriculum. Furthermore, he was cited for his commitment to teaching beyond the department, in particular through his work with the Sheridan Center as faculty teaching fellow, his long-standing membership on the CCC, and his active supporter of the WISE program.
Goodwillie was honored by both faculty and graduate student colleagues for his leadership in furthering the mathematics department's engagement with pedagogy. Goodwillie was cited for the time he gave to actively mentor graduate teaching assistants through a variety of activities. In particular, he was cited for the enormous effort he put into making the annual training program for mathematics graduate teaching assistants and for leading an ongoing departmental seminar on teaching. He was praised for his work with the introductory calculus course (MA 9), where he put into practice what he preached.